RPM 221 Rural Health Issues IV builds on the skills and knowledge acquired in the preceding RPM courses. It focuses on issues related to rural health, in particular the way in which those issues affect the role and responsibilities of the rural health professional. This course further develops students' self-assessment and communication skills as well as provides preparation for interviewing with professional health programs.
Prerequisites: Second years standing in the Rural Pre-Medicine Program
Accessibility Services Notice
Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.Course Details| Total number of weeks | 15 |
|---|
| Total Credits | 1.00 |
|---|
| Total Hours | 15 |
|---|
Typical hours per week breakdown| Lecture | 1 |
|---|
Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- analyze and explain systemic health challenges facing rural communities
- engage skillfully in interviews involving a range of scenarios related to health professionals and rural health
- critically reflect on and engage in self-assessment regarding their verbal and nonverbal reasoning, communication skills, and professional comportment; and
- give and receive constructive feedback to and from peers, instructor, and evaluators regarding the manner in which one presents professionally to others.
Teaching and Learning Approach
RPM221 utilizes a variety of teaching and learning approaches including lectures, videos, small group work,
discussion, presentations (both by students and by guests), and the multiple mini-interviewing format.Learning Resources
Any required readings will be made available through Moodle.Detailed Course Content, Topics, and Sequence Covered
1. Introduction and course overview
2. Self-Assessment as a Skill of the Health Professional
3. Disparity Between Rural vs. Urban Health Services
4. A Need for Rural Health Professionals Specializing in Generalism
5. Giving and Receiving Feedback, a Professional Skill; Rural Travel and Transport
6. International Medical Graduates
7. READING BREAK (NO CLASS)
8. Rural Initiatives in Admissions and Education at Professional Health Programs
9. Cultural Sensitivity and Inclusion in Rural Training and Practice
10. Primary Care Networks, Team-Based Care, and Inter-Professional Practive
11. Community Health Centres and Local Decision-Making
12. Peer-Review, Reporting, Oversight, and Accountability
13. Emerging Issue in Rural Medicine: TBD
14. Course wrap-upAssessment
| Title | Learning Outcomes | Value |
|---|
| NAA Assignment (10 entries) | 3 and 4 | 20% |
| Self-Assessment Assignments | 2, 3 and 4 | 40% |
| Peer-Review Assignments | 2, 3 and 4 | 20% |
| Video Assignment | 1, 2 and 4 | 20% |
| Total | 100% |
Grading Table
Competency-based Grades
This grading system is based on satisfactory acquisition of defined skills or successful completion of the course learning outcomes. It is used where standard numerical grades are not generally applied, for example in evaluating practicum performance or work placements, in pass/fail courses or for non-credit courses.
| Grade |
Description |
| AAV |
ABOVE AVERAGE -The student has mastered all or most course objectives/requirements in a minimum time frame and has exemplified good work and study habits. |
| COM |
COMPLETE – denotes that the student has mastered a satisfactory number of course objectives/requirements in a non-credit course |
| CRG |
CREDIT GRANTED - denotes that the student performance was satisfactory in a credit course. |
| NCG |
NO CREDIT GRANTED - denotes that the student performance was unsatisfactory. |
| PCG |
PARTIAL CREDIT GRANTED – denotes that the student has successfully completed a portion of the course objectives in a credit course. |
See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.
Disclaimer
Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.